Planning/Assessing Instruction Backward Design

Curricular Area: Physical Education

Grade: 5 Unit Number:2 Unit Title:

Physical Fitness and

Understanding of a Healthy Lifestyle

Approximate beginning date: Sept. 15, 2014
Approximate ending date: Oct. 6, 2014
Stage 1: Identify Desired Results:
What must students know and be able to do (essential learning goals) by the end of this unit? Also
consider where students need to be by the end of the year. (See Scope and Sequence for CCSS)
Standards/Essential Learning Goals for the Unit that
Overlap with A-NET Assessment:

Health related fitness components and the

FITT principle are important aspects to
consider when planning a workout.
(PE09-GR.5-S.2-GLE.2-EO.a; IQ.2; RA.3; N.1)

Essential Questions:

Which component of health related

fitness is most important, and why?
What are the components for the FITT
principle? How do they apply to your
workout?

Stage 2: Determine Evidence for Assessing Learning:

What does proficiency look like for the essential learning goals? Assessments may combine features from
several standards or essential learning goals. In the beginning of the year, only part of the standard(s)
may be assessed. Consider using rubrics for scoring as appropriate to the assessment.
Summative Assessment(s)/Performance Tasks:
*What key knowledge and skills will students be
responsible for demonstrating understanding and
proficiency of?
*What will students do to demonstrate their learning
independently?
*What vocabulary and language must students be able to
demonstrate and apply to be proficient?
*What are the performance criteria and how will this be
communicated to the students? (e.g. checklists, rubrics,
criteria charts)

Assessments:

DPS Physical Education cognitive preassessment (district)

DPS Physical Fitness Assessments
(FitnessGram rubric attached)

Vocabulary:

Health related components of fitnesscardiovascular endurance, flexibility,

muscular strength, muscular endurance,
body composition
FITT principle- frequency, intensity, time,
type
Moderate, vigorous, sedentary
PACER

Formative Assessments:
*Through what other evidence will students
demonstrate learning and understanding of desired
results?
*What short, ongoing assessments can be used to
check for understanding? (e.g. quizzes, exit slips,
tests, academic prompts, observations, oral
responses, short constructed responses, journals)

Teacher/team made assessments

(not created yet)
Exit ticket (not created yet)
Fitness plan worksheet (attached)

Planning/Assessing Instruction Backward Design

Curricular Area: Physical Education

Grade: 5 Unit Number:2 Unit Title:

Physical Fitness and

Understanding of a Healthy Lifestyle

Approximate beginning date: Sept. 15, 2014
Approximate ending date: Oct. 6, 2014
Stage 3: Build Learning Plan:
What learning experiences and instruction will enable students to achieve the desired results? What lessons
in the unit closely align with the standards and essential learning goals?
1) Identify Lessons:
For each lesson in the unit, read the title and the intended learning statement/goal/objective. Review the
lesson to see what both the teachers and students will be doing. Highlight the lessons that closely align
with the standards/essential learning goals identified. Different colors may be used to represent different
standards.
Lesson #
Paraphrased Intended Learning
Day 1: Health-Related Fitness components, Warm-up and cool-down procedures
Standard: Identify, understand and perform activities for health related fitness. PE09-GR.5-S.2-GLE.2-EO.a; IQ.2;
RA.3; N.1
CLO: Students will verbally explain the importance of each component and provide a physical activity example of
each to a partner. They will also learn the importance of proper warm-up and cool-down procedures.
Learning Activities: Student will participate in a fitness course that will test their knowledge of each component and
end with a station with an exit ticket to match the component to the correct definition or visual. The FitnessGram
activities will be incorporated into the course in order to practice for the assessment.
Assessment: Teacher observations, exit ticket
Day 2: FITT Principle Frequency, Intensity, Time and Type
Standard: Identify, understand and perform activities for health related fitness. PE09-GR.5-S.2-GLE.2-EO.a; IQ.2;
RA.3; N.1
CLO: Student will learn the FITT principle and be able to utilize their FitnessGram Pre-test data/Rubric to formulate
a fitness plan that fits their skill level.
Learning Activities: Students will collaborate with a group of students in the class to come up with ideas of their
FITT plan by creating a plan using the health-related components from previous lesson to meet their desired goals.
The FitnessGram activities will be incorporated into the lesson in order to practice for the assessment.
Day 3: MVPA Moderate to Vigorous Physical Activity
Standard: How to differentiate and determine intensity levels. PE09- GR.5-S.2-GLE.1-EO.c,k
CLO: Students will understand the concept of Moderate to Vigorous Physical Activity and be able to apply it to their
current FITT plan.
Learning Activities: Students will physically participate in a 3-5 activities that increase heart rate. They will
determine what level intensity each activity was by matching them on an exit ticket. Students will be rotated
through to complete FitnessGram test.
Day 4: Heart Rate
Standard: Accurately take pulse. PE09-GR.5-S.2,GLE.1-EO.a
CLO: Students will demonstrate the ability to accurately calculate their resting and exercising heart rates after
each activity and be able to explain why it is important to understanding those rates during physical activity.
Learning Activities: Students will be given a spreadsheet of various intensity level activities (stations) and will
calculate their exercising heart rate for each and writing them on the spreadsheet. Students will be rotated through
to complete FitnessGram test.
Day 5: Assessment Day
Standard: Identify, understand and perform activities for health related fitness. PE09-GR.5-S.2-GLE.2-EO.a; IQ.2;
RA.3; N.1
CLO: Students will demonstrate their knowledge of the important health related fitness components, FITT Principle,
MVPA and target heart rate through a written assessment and/or verbal discussion with the teacher.
Learning Activities: We will quickly review what we have learned this week, take the quiz and rotate through 4-5
stations that they could do at to stay fit. Students will be rotated through to complete FitnessGram test.
Consider modifying those that do not closely align with the standards. Some lessons may also be collapsed into
fewer lessons around the same learning goal/objective. Additional lessons may be identified in A-Net Resources
(Better Lesson, Learnzillion) to teach standards/essential learning goals that are not addressed or to provide more
practice.

Planning/Assessing Instruction Backward Design

Curricular Area: Physical Education

Grade: 5 Unit Number:2 Unit Title:

Physical Fitness and

Understanding of a Healthy Lifestyle

Approximate beginning date: Sept. 15, 2014
Additional Lessons: (as needed)

Approximate ending date: Oct. 6, 2014

2) Plan for Language Levels:

Who are your students? What are their levels of language proficiency? How will you support students
development of language? Use Access results, the WIDA Standards and Can-Do Descriptors
(www.wida.us/standards/CAN_DOs/
Discourse Level: (genre, language functions, etc.) What is the density of the speech/written text? How is the
speech/written text organized and displayed?
Sentence Level: What are the grammatical structures associated with the Standards for the unit/lesson? What are
some grammatical structures or sentence frames compatible with the lesson/unit?
Vocabulary: Within the unit, what are some words or expressions that have multiple meanings? Which topic
related words might be cognates in Spanish or other languages? What are some idiomatic expressions that the
students might encounter when studying this lesson/unit.
1-2: Partner collaboration for translation and normal assistance, pictures with text, word wall. verbal
and non-verbal cues, student choral response, supports in native language, physical demonstrations
3-4:Some partner collaboration based on translation need only, Choral responses, pictures
5-6: minimal modeling or scaffolding, word wall

3) Write Content-Language Objectives: (for each lesson)

What is the content you want students to learn?
What domains will be covered (reading, writing, speaking, listening)?
What function would you emphasize? (Blooms Taxonomy)
What language form(s) will you expect students to use in demonstrating proficiency?
What supports would you provide for various levels of language?
**Listed with each lesson description above**
4) Identify Resources:
What Technology and Additional Resources would support teaching the unit/lessons?
Technology:

None

Additional Resources:

Planning/Assessing Instruction Backward Design

Curricular Area: Physical Education

Grade: 5 Unit Number:2 Unit Title:

Physical Fitness and

Understanding of a Healthy Lifestyle

Approximate beginning date:

Sept. 15, 2014

Approximate ending date: Oct. 6, 2014

FITNESS PLAN
Name__________________________________

Grade____________

Room#________

My Fitness Plan and Goals

Sit-ups
Fall___________

Winter___________

Spring___________

My goal is _________
To achieve my goal I will

__________________________________________________________________________________________
Push-ups
Fall___________

Winter___________

Spring___________

My goal is _________
To achieve my goal I will

__________________________________________________________________________________________
Sit and Reach (flexibility)
Fall___________

Winter___________

Spring___________

My goal is _________
To achieve my goal I will

__________________________________________________________________________________________
Pacer
Fall___________

Winter___________

Spring___________

My goal is _________
To achieve my goal I will

_________________________________________________________________________________________________________

Planning/Assessing Instruction Backward Design

Curricular Area: Physical Education

Grade: 5 Unit Number:2 Unit Title:

Physical Fitness and

Understanding of a Healthy Lifestyle

Approximate beginning date:

Sept. 15, 2014

Approximate ending date: Oct. 6, 2014

FITT principle concepts

Frequency = How often

Intensity = How difficult

Time = How long
Type = What kind
Sample goal
To achieve my goal I will __________________, _______________ times a week,
Type

Frequen
cy

for __________________ minutes at a ______________________ level.

Time

Intensit
y

Fitness Plan Concepts Rubric

Student receives 1 point for each fit principle concept in each category
A = 15-16
P = 11-14
PP = 6-10
UN = 5 and less